English Teachers Strategies in Resolving Students Reading Problems

Abstract

The teaching strategy is general preparation before learning activities carried out, including the learning model's structure to achieve learning targets and an outline of the objectives for implementing learning strategies (Sarode, 2018). A teaching strategy is a plan prepared to assist students in achieving the learning target. Teaching strategies identify learning models that allow the development of appropriate strategies. The strategy of teaching reading is a teacher's strategy in the teaching and learning process whose goal is that students have good interests and abilities in reading. Käsper et al., (2018) claimed that reading is one of the most important factors because understanding the content of a text will increase students' motivation to learn. The teacher needs to apply several teaching strategies in the reading class to find the most suitable strategy for the students being taught. The focus of this study is to find out how the teacher's strategy is to resolve reading problems in students by using an appropriate strategy. Therefore, solving reading problems can meet the primary target and increase students' reading interest. This research was conducted in a senior high school in Jember using a case study research design. This research design was chosen because the aim is to intensively understand how English teachers help their students resolve their reading problems at school. There was one English teacher who participated in this study and data was collected through observation field notes and a semistructured interview process. The researchers observed how teachers and students perform during teaching and learning activities. From the beginning of the learning session, the main activities to the closing. Then, the researcher interviewed by preparing nine questions to ask the teacher to complete the required data. The data collected consists of 2 aspects: teachers' teaching strategies in solving students' and students' reading problems. To analyze the data, I use thematic analysis (Braun & Clarke, 2006). From the results of the analysis carried out, six themes were found. In determining the theme, inductive coding has been applied. The first theme is problems identification. I identified the first theme through the sub-themes of questioning and dissect students' reading problems. The second theme that I found was deepening understanding which was identified from the sub-themes of material emphasis and discussing the material. And the last theme is implementation of teaching strategies which was identified from the sub-themes of repeated reading, explaining, providing guidance, and mixing strategies. The results of this study indicate that several strategies teachers applied in learning through the data collection using observation field notes and semistructured interview. All strategy applications found in this research significantly influence the teaching and learning process. Therefore, from the results of this study, the researcher can conclude that using strategies in teaching reading comprehension is very important. Teachers can carry out their teaching activities better and be better organized if they apply strategies in the teaching and learning process. Additionally, students can also learn how to improve themselves through the use of appropriate strategies in class. Second, these teachers commonly use strategies such as vocabulary development, reading aloud, skimming, scanning, and concluding. Apart from that, these teachers also consider these five strategies beneficial in the teaching and learning process in reading. Teachers must also use different strategies to create a comfortable learning environment for students.